In this book, Morris explores the intersection of curriculum studies, Holocaust studies, and psychoanalysis, using the Holocaust to raise issues of memory and representation. Arguing that memory is the larger category under which history is subsumed, she examines the ways in which the Holocaust is represented in texts written by historians and by novelists. For both, psychological transference, repression, denial, projection, and reversal contribute heavily to shaping personal memories, and may therefore determine the ways in which they construct the past. The way the Holocaust is represented in curricula is the way it is remembered. Interrogations of this memory are crucial to our understandings of who we are in today's world. The subject of this text--how this memory is represented and how the process of remembering it is taught--is thus central to education today.
"A remarkable achievement….The question of the Holocaust and its representation is important to our work in curriculum….Refusing to treat the Holocaust as metaphor, Marla Morris nevertheless uses the Holocaust to raise issues of memory and representation….She explores the issues from a variety of discipline perspectives--psychoanalysis, history, literature--and the breadth of her sources is wide….Morris deals with the issue perceptively and insightfully….Her material is provocative…..[Her] argument is forceful."
—Alan A. Block
University of Wisconsin, Stout
"The question of the Holocaust continues to loom large in contemporary intellectual work and across many disciplines….It has become, perhaps, the defining event of this time. Interestingly, within educational studies there are few works that seriously address the Holocaust and this book begins to fill that void….There can be little question of [Morris'] command and knowledge of relevant scholarship….I learned much about this subject from her writing….This book will appeal to those of us concerned with curriculum as this connects to questions of human transformation and social justice…those concerned with the significance of postmodern thinking on the teaching of history, and…those specifically interested in the teaching of the holocaust."
—H. Svi Shapiro
University of North Carolina at Greensboro
Contents: Preface. Curriculum Theory and the Holocaust. A Psychoanalytic Hermeneutic. Representation and the Effects of Anti-Semitism. Memory and History. Memory Text of Holocaust Histories. Memory Text of Holocaust Novels. Under the Sign of a Dystopic Curriculum.
In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.
The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.
Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact
Professor William F. Pinar
Canada Research Chair
University of British Columbia
Faculty of Education
Department of Curriculum Studies
2125 Main Mall
Vancouver, British Columbia V6T 1Z4